What predicts nonword repetition performance?

Lauren Claire Pigdon, Catherine Willmott, Sheena Reilly, Gina Conti-Ramsden, Angela T. Morgan

Research output: Contribution to journalArticleResearchpeer-review

Abstract

Despite the widespread use of nonword repetition in child neuropsychological research and clinical practice, the specific cognitive, linguistic and motor processes that contribute to variability in performance are unclear. The aim of this work was to determine the role of phonologicalmemory, word reading, oromotor sequencing, and oromotor control on nonword repetition performance in the context of children’s speech and language abilities. Ninety one children between the ages of 9 and 11 years, with a broad range of speech and language abilities participated in the study. Hierarchical regression was used to a) evaluate the contribution of phonological memory, word reading, oromotor sequencing and oromotor control to nonword repetition and b) determine whether speech and/ or language ability moderated the relationship between these specific skills and nonword repetition performance. Results showed all four predictor variables were related to nonword repetition performance, accounting for 59% of variance. The variable with the strongest association with nonword repetition was phonological memory, followed by oromotor sequencing ability, word reading, and oromotor control. Contrary to expectations, neither speech nor language ability were significantly associated with the degree to which these specific skills were drawn upon to perform the nonword repetition task. These findings underline the multidimensional nature of the nonword repetition task and provide further evidence of the major contributions made by phonological memory, word reading, speech sequencing and control to performance on this task. Further, findings suggest that speech and language ability, as measured here, do not significantly influence the skills employed for nonword repetition performance.
Original languageEnglish
Number of pages16
JournalChild Neuropsychology
DOIs
Publication statusAccepted/In press - 4 Oct 2019

Keywords

  • Language
  • speech
  • nonword repetition
  • development
  • oromotor
  • reading

Cite this

Pigdon, L. C., Willmott, C., Reilly, S., Conti-Ramsden, G., & Morgan, A. T. (Accepted/In press). What predicts nonword repetition performance? Child Neuropsychology. https://doi.org/10.1080/09297049.2019.1674799
Pigdon, Lauren Claire ; Willmott, Catherine ; Reilly, Sheena ; Conti-Ramsden, Gina ; Morgan, Angela T. / What predicts nonword repetition performance?. In: Child Neuropsychology. 2019.
@article{b5a37019fa7a4651879a388d2f2bdd74,
title = "What predicts nonword repetition performance?",
abstract = "Despite the widespread use of nonword repetition in child neuropsychological research and clinical practice, the specific cognitive, linguistic and motor processes that contribute to variability in performance are unclear. The aim of this work was to determine the role of phonologicalmemory, word reading, oromotor sequencing, and oromotor control on nonword repetition performance in the context of children’s speech and language abilities. Ninety one children between the ages of 9 and 11 years, with a broad range of speech and language abilities participated in the study. Hierarchical regression was used to a) evaluate the contribution of phonological memory, word reading, oromotor sequencing and oromotor control to nonword repetition and b) determine whether speech and/ or language ability moderated the relationship between these specific skills and nonword repetition performance. Results showed all four predictor variables were related to nonword repetition performance, accounting for 59{\%} of variance. The variable with the strongest association with nonword repetition was phonological memory, followed by oromotor sequencing ability, word reading, and oromotor control. Contrary to expectations, neither speech nor language ability were significantly associated with the degree to which these specific skills were drawn upon to perform the nonword repetition task. These findings underline the multidimensional nature of the nonword repetition task and provide further evidence of the major contributions made by phonological memory, word reading, speech sequencing and control to performance on this task. Further, findings suggest that speech and language ability, as measured here, do not significantly influence the skills employed for nonword repetition performance.",
keywords = "Language, speech, nonword repetition, development, oromotor, reading",
author = "Pigdon, {Lauren Claire} and Catherine Willmott and Sheena Reilly and Gina Conti-Ramsden and Morgan, {Angela T.}",
year = "2019",
month = "10",
day = "4",
doi = "10.1080/09297049.2019.1674799",
language = "English",
journal = "Child Neuropsychology",
issn = "0929-7049",
publisher = "Taylor & Francis",

}

What predicts nonword repetition performance? / Pigdon, Lauren Claire; Willmott, Catherine; Reilly, Sheena; Conti-Ramsden, Gina; Morgan, Angela T.

In: Child Neuropsychology, 04.10.2019.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

T1 - What predicts nonword repetition performance?

AU - Pigdon, Lauren Claire

AU - Willmott, Catherine

AU - Reilly, Sheena

AU - Conti-Ramsden, Gina

AU - Morgan, Angela T.

PY - 2019/10/4

Y1 - 2019/10/4

N2 - Despite the widespread use of nonword repetition in child neuropsychological research and clinical practice, the specific cognitive, linguistic and motor processes that contribute to variability in performance are unclear. The aim of this work was to determine the role of phonologicalmemory, word reading, oromotor sequencing, and oromotor control on nonword repetition performance in the context of children’s speech and language abilities. Ninety one children between the ages of 9 and 11 years, with a broad range of speech and language abilities participated in the study. Hierarchical regression was used to a) evaluate the contribution of phonological memory, word reading, oromotor sequencing and oromotor control to nonword repetition and b) determine whether speech and/ or language ability moderated the relationship between these specific skills and nonword repetition performance. Results showed all four predictor variables were related to nonword repetition performance, accounting for 59% of variance. The variable with the strongest association with nonword repetition was phonological memory, followed by oromotor sequencing ability, word reading, and oromotor control. Contrary to expectations, neither speech nor language ability were significantly associated with the degree to which these specific skills were drawn upon to perform the nonword repetition task. These findings underline the multidimensional nature of the nonword repetition task and provide further evidence of the major contributions made by phonological memory, word reading, speech sequencing and control to performance on this task. Further, findings suggest that speech and language ability, as measured here, do not significantly influence the skills employed for nonword repetition performance.

AB - Despite the widespread use of nonword repetition in child neuropsychological research and clinical practice, the specific cognitive, linguistic and motor processes that contribute to variability in performance are unclear. The aim of this work was to determine the role of phonologicalmemory, word reading, oromotor sequencing, and oromotor control on nonword repetition performance in the context of children’s speech and language abilities. Ninety one children between the ages of 9 and 11 years, with a broad range of speech and language abilities participated in the study. Hierarchical regression was used to a) evaluate the contribution of phonological memory, word reading, oromotor sequencing and oromotor control to nonword repetition and b) determine whether speech and/ or language ability moderated the relationship between these specific skills and nonword repetition performance. Results showed all four predictor variables were related to nonword repetition performance, accounting for 59% of variance. The variable with the strongest association with nonword repetition was phonological memory, followed by oromotor sequencing ability, word reading, and oromotor control. Contrary to expectations, neither speech nor language ability were significantly associated with the degree to which these specific skills were drawn upon to perform the nonword repetition task. These findings underline the multidimensional nature of the nonword repetition task and provide further evidence of the major contributions made by phonological memory, word reading, speech sequencing and control to performance on this task. Further, findings suggest that speech and language ability, as measured here, do not significantly influence the skills employed for nonword repetition performance.

KW - Language

KW - speech

KW - nonword repetition

KW - development

KW - oromotor

KW - reading

U2 - 10.1080/09297049.2019.1674799

DO - 10.1080/09297049.2019.1674799

M3 - Article

JO - Child Neuropsychology

JF - Child Neuropsychology

SN - 0929-7049

ER -